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ERIC Number: EJ927307
Record Type: Journal
Publication Date: 2011
Pages: 28
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-1040-9289
Parent-Teacher Agreement and Reliability on the Devereux Early Childhood Assessment (DECA) in English and Spanish for Ethnically Diverse Children Living in Poverty
Crane, Jennifer; Mincic, Melissa S.; Winsler, Adam
Early Education and Development, v22 n3 p520-547 2011
Research Findings: Social-emotional competence is especially important for children living in poverty, and effective assessment of social-emotional skills is critical. This study examined parent-teacher agreement and reliability of the Devereux Early Childhood Assessment (DECA; P. A. LeBuffe & J. A. Naglieri, 1999) English and Spanish forms in a large (n = 7,756) sample of impoverished, ethnically diverse preschoolers. Both forms were reliable. Parents reported greater social-emotional protective factors and behavioral concerns than teachers. Parent-teacher agreement was moderate (rs = 0.20-0.28) and consistent with previous research. Parent-teacher agreement was higher when both informants completed the survey in the same language. Agreement was highest for average-functioning children, according to a standardized assessment of cognition, language, and motor skills that was also administered. Parents rated low-functioning children more favorably than did teachers; teachers rated high-functioning children more favorably than did parents. Practice or Policy: The English and Spanish DECA forms demonstrate reliability for examining social-emotional skills and behavioral concerns for impoverished, ethnically diverse preschoolers. (Contains 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A